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Primary Education
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Q1: What is the compulsory Education? :0
FAQID:1230

: United Kingdom,

InputDate: 11/1/2008
Reference: Home Ofiice, 2007. Life in the United Kingdom: A Journey to Citizenship. The Stationary Office, U.K.
A: Education in the UK is free and compulsory for all children between the ages of 5 and 16 (4 to 16 in Northern Ireland). The education system varies in England, Scotland, Wales and Northern Ireland.
Parents' responsibility
The child's parent or guardian is responsible for making sure their child goes to school, arrives on time and attends for the whole school year. If they do not do this, the parent or guardian may be prosecuted.
Primary and secondary education
Some areas of the country offer free nursery education for children over the age of 3. In most parts of the UK, compulsory education is divided into two stages, primary and secondary. In some places there is a middle-school system. In England and Wales the primary stage lasts from 5 to 11, in Scotland from 5 to 12 and in Northern Ireland from 4 to 11. The secondary stage lasts until the age of 16. At that age young people can choose to leave school or to continue with their education until they are 17 or 18.
Information on local education system
Details of local schools are available from your local education authority office or website. The addresses and phone numbers of local education authorities are in the phone book.
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Q2: What is a Primary School? :0.1
FAQID:1231

: global,

InputDate: 11/1/2008
Reference: Home Ofiice, 2007. Life in the United Kingdom: A Journey to Citizenship. The Stationary Office, U.K.
A: These are usually schools where both boys and girls learn together and are usually close to a child's home. Children tend to be with the same group and teacher all day. Schools encourage parents to help their children with learning, particularly with reading and writing.
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Q3: What is the cost for school? :0.2
FAQID:1233

: United Kingdom,

InputDate: 11/1/2008
Reference: Home Ofiice, 2007. Life in the United Kingdom: A Journey to Citizenship. The Stationary Office, U.K.
A: Education at state schools in the UK is free, but parents have to pay for school uniforms and sports wear. There are sometimes extra charges for music lessons and for school outings. Parents on low incomes can get help with costs, and with the cost of school meals. You can get advice on this from the local education authority or the Citizens Advice Bureau.
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Q4: Are there schools related to religions? :0.3
FAQID:1234

: global,

InputDate: 11/1/2008
Reference: Home Ofiice, 2007. Life in the United Kingdom: A Journey to Citizenship. The Stationary Office, U.K.
A: Some primary and secondary schools in the UK are linked to the Church of England or the Roman Catholic Church. These are called 'faith schools'. In some areas there are Muslim, Jewish and Sikh schools. In Northern Ireland, some schools are called Integrated Schools. These schools aim to bring children of different religions together. Information on faith schools is available from your local education authority.
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Q5: What are independent schools? :0.4
FAQID:1235

: global,

InputDate: 11/1/2008
Reference: Home Ofiice, 2007. Life in the United Kingdom: A Journey to Citizenship. The Stationary Office, U.K.
A: Independent schools are private schools. They are not run or paid for by the state.
Public Schools
Independent secondary schools are also sometimes called public schools. There are about 2,500 independent schools in the UK. About 8% of children go to these schools. At independent schools parents must pay the full cost of their child's education. Some independent schools offer scholarships which pay some or all of the costs of the child's education.

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Q6: What is the curriculum of primary schools? :0.5
FAQID:1236

: global,

InputDate: 11/1/2008
Reference: Home Ofiice, 2007. Life in the United Kingdom: A Journey to Citizenship. The Stationary Office, U.K.
A: All state, primary and secondary schools in England, Wales and Northern Ireland follow the National Curriculum. This covers English, maths, science, design and technology, information and communication technology (ICT), history, geography, modern foreign languages, art and design, music, physical education (PE) and citizenship, In Wales, children learn Welsh.
Languages and religious education
In some primary schools in Wales, all the lessons are taught in Welsh. In Scotland, pupils follow a broad curriculum informed by national guidance. Schools must, by law, provide religious education (RE) to all pupils. Parents are allowed to withdraw their children from these lessons. RE lessons have a Christian basis but children also learn about the other major religions.

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Q7: How to assess the preformance of the children? :0.6
FAQID:1237

: United Kingdom,

InputDate: 11/1/2008
Reference: Home Ofiice, 2007. Life in the United Kingdom: A Journey to Citizenship. The Stationary Office, U.K.
A: In England, the curriculum is divided into four stages, called Key Stages. After each stage children are tested. They take Key Stage tests (also cal led SATs) at ages 7,11 and 14.
General Certificates of Secondary Education (GCSEs)
At 16 they usually take the General Certificates of Secondary Education (GCSEs) in several subjects, although some schools also offer other qualifications.

AGCEs (Advanced GCE levels)
At 18, young people who have stayed at school do AGCEs (Advanced GCE levels) often just called A levels.
Walesh schools
In Wales, schools follow the Welsh National Curriculum but have abolished national tests for children at age 7 and 11. There are also plans in Wales to stop testing children at 14. Teachers in Wales still have to assess and report on their pupils' progress and achievements at 7 and 11.
Scotish schools
In Scotland, the curriculum is divided into two phases. The first phase is from 5 to 14. There are six levels in this phase, levels A to F. There are no tests for whole groups during this time. Teachers test individual children when they are ready. From 14 to 16, young people do Standard Grade. After 16 they can study at Intermediate, Higher or Advanced level. In Scotland there will soon be a single curriculum for all pupils from age 3 to age 18. This is called A Curriculum for Excellence. More information can be found at: www.acurriculumforexcellencescotland.gov.uk.
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Q8: How do parents involve in the management of schools? :0.7
FAQID:1239

: United Kingdom,

InputDate: 11/1/2008
Reference: Home Ofiice, 2007. Life in the United Kingdom: A Journey to Citizenship. The Stationary Office, U.K.
A: Many parents are involved with their child's school. A number of places on a school's governing body are reserved for parents. The governing body decides how the school is run and administered and produces reports on the progress of the school from year to year. In Scotland, parents can be members of school boards or parent councils.
Term of school year
Schools must be open 190 days a year. ;Term dates are decided by the governing body or by the local education authority. Children must attend the whole school year. Schools expect parents and guardians to inform them if their child is going to be absent from school.

Home-school agreement
All schools ask parents to sign a home-school agreement. This is a list of things that both the school and the parent or guardian agree to do to ensure a good education for the child. All parents receive a report every year on their child's progress. They also have the chance to go to the school to talk to their child's teachers.
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Q9: How do I apply for my child to be enrolled in a primary school? :1
FAQID:1245

: global,

InputDate: 11/20/2008
Reference: Policy documents for primary education process
A: You can choose the one that is close to your own home.
What is the deadline for application?
You should apply for primary school before the end of August.
Where can I submit my application?
Your application should be made in the school and given to the head of administration.
Who is eligible?
The children ages should range between 6 and 11 for primary 1 to 6 respectively
What is necessary for application?
You should get the form from the download forum then include your identification letter from the local governent and birth certificate.

Tuition fee?
The cost of the tuition is free but the parents should pay for the books and school uniforms
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Q10: How do i apply for admission into a primary school? :1
FAQID:1247

: global,

InputDate: 11/20/2008
Reference: Policy documents on primary education process
A: You can choose the nearest most convenient school. In this portal, we will start uploading names of schools and their locations
Dead-line for application
Application should be made two week before resumption.Deadline for application is 15th of August. Howeever, different schools have specific set dead-line. Find out which is aplicable to you school of choosing
Where we should apply
Application can be made at the school not the local government
Are you children eligible? Can they go to schools yet?
Children between 5years and 6years
Addmission/application requirement
1.Application forms Forms can be downloaded from the document download forum 2. Identification letter Can get it at the local government secretariat 3.Birth cetificate
What are the application costs( are there any cost involved)
The cost of application is free, however parent and gaurdian should bear the reponsiblity of cost of text books and writting materials
Reference:
EL Education 2008
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Q11: how can one gain admission to primary school :1
FAQID:1252

: global,

InputDate: 11/20/2008
Reference: policy documents on primary education
A: once you attend the schooling age,(age between 2 and 4 years of age) you can apply to any of the primary schools of your choice. you must present the birth certificate,certificate of origin,previous results from the nursery classes and 4 passport size photos. you will be required to purchase some forms,fill them and return within a time frame. a simple interview/assesment test would be given to ascertian the child's I.Q level. once succesful,you will have to pay the necessary fees to obtain books and uniform.
at what age can we apply?
children that are given admissions to study in primary schools must be between the ages of 2 ad 4
at what time of the year is admissions open
admission processes for new intake are ussually open from the months of october of every year
what are the requirement for admission
4 passport photos certificates of birth identification letter from the local government an application form which can be downloaded from the download forum
what is the average fees paid in the common primary schools?
fees ranges between N0-N70,000. the government of the state has made primary education free to every Rivers indigene. But this scholarship applies only to government primary schools. Private schools requests fees to cover items such as uniforms,books,tuition,PTA etc.thier fees may ranges between N25,00-N70,000.
are there any form of scholarships
There are no special scholarships in the publicschols.But some private schools grant scholarship to outstanding pupils. some organisations within the local government grant scholarships to outstanding pupils.
Reference:
port harcourt yellow pages
schools and colleges in port harcourt
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Q12: How to apply for admission in to primary? :1
FAQID:1253

: global,

InputDate: 11/20/2008
Reference: Policy documents on primary education
A: Your can choose from the most nearest/experience school in Tai LGA.
The deadline for application is 15th of august.
You should apply for admission on or before 15th of august.

Where shoul we submit application?
we should send our application to schools.
who is eligible to apply?
Childred between the age of 5 to 8 years
What document is required?
1.Download application form 2.Identification letter from the LGA. 3.Birth certificate
Application and Fees?
Application form is 100 naira, however, primary education is free.
Reference:
El. Education 2008

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Q13: How do i apply for admission into a primary school? :1
FAQID:1262

: global,

InputDate: 11/20/2008
Reference: Policy documents on primary education process
A: You can choose the nearest most convenient school. In this portal, we will start uploading names of schools and their locations
Dead-line for application
Application should be made two week before resumption.Deadline for application is 15th of August. Howeever, different schools have specific set dead-line. Find out which is aplicable to you school of choosing
Where we should apply
Application can be made at the school not the local government
Are you children eligible? Can they go to schools yet?
Children between 5years and 6years
Addmission/application requirement
1.Application forms Forms can be downloaded from the document download forum 2. Identification letter Can get it at the local government secretariat 3.Birth cetificate
What are the application costs( are there any cost involved)
The cost of application is free, however parent and gaurdian should bear the reponsiblity of cost of text books and writting materials
Reference:
EL Education 2008
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Q14: How do I apply for my child to be enrolled in a primary school? :1
FAQID:1270

: global,

InputDate: 11/20/2008
Reference: Policy documents for primary education process
A: You can choose the one that is close to your own home.
What is the deadline for application?
You should apply for primary school before the end of August.
Where can I submit my application?
Your application should be made in the school and given to the head of administration.
Who is eligible?
The children ages should range between 6 and 11 for primary 1 to 6 respectively
What is necessary for application?
You should get the form from the download forum then include your identification letter from the local governent and birth certificate.

Tuition fee?
The cost of the tuition is free but the parents should pay for the books and school uniforms
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Q15: How do I apply for my child to be enrolled in a primary school? :1
FAQID:1277

: global,

InputDate: 11/20/2008
Reference: Policy documents for primary education process
A: You can choose the one that is close to your own home.
What is the deadline for application?
You should apply for primary school before the end of August.
Where can I submit my application?
Your application should be made in the school and given to the head of administration.
Who is eligible?
The children ages should range between 6 and 11 for primary 1 to 6 respectively
What is necessary for application?
You should get the form from the download forum then include your identification letter from the local governent and birth certificate.

Tuition fee?
The cost of the tuition is free but the parents should pay for the books and school uniforms
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Q16: How do I apply for my child to be enrolled in a primary school? :1
FAQID:1286

: global,

InputDate: 11/20/2008
Reference: Policy documents for primary education process
A: You can choose the one that is close to your own home.
What is the deadline for application?
You should apply for primary school before the end of August.
Where can I submit my application?
Your application can be made in the school and given to the head of administration.
Who is eligible?
The children ages should range between 6 and 11 for primary 1 to 6 respectively
What is necessary for application?
You should get the form from the download forum then include your identification letter from the local governent and birth certificate.

Tuition fee?
The cost of the tuition is free but the parents should pay for the books and school uniforms
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Q17: How do I apply for my child to be enrolled in a primary school? :1
FAQID:1289

: global,

InputDate: 11/20/2008
Reference: Policy documents for primary education process
A: You can choose the one that is close to your own home.
What is the deadline for application?
You should apply for primary school before the end of August.
Where can I submit my application?
Your application can be made in the school and given to the head of administration.
Who is eligible?
The children ages should range between 6 and 11 for primary 1 to 6 respectively
What is necessary for application?
You should get the form from the download forum then include your identification letter from the local governent and birth certificate.

Tuition fee?
The cost of the tuition is free but the parents should pay for the books and school uniforms
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Q18: How do I apply for my child to be enrolled in a primary school? :1
FAQID:1291

: global,

InputDate: 11/20/2008
Reference: Policy documents for primary education process
A: You can choose the one that is close to your own home.
What is the deadline for application?
You should apply for primary school before the end of August.
Where can I submit my application?
Your application can be made in the school and given to the head of administration.
Who is eligible?
The children ages should range between 6 and 11 for primary 1 to 6 respectively
What is necessary for application?
You should get the form from the download forum then include your identification letter from the local governent and birth certificate.

Tuition fee?
The cost of the tuition is free but the parents should pay for the books and school uniforms
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Q19: How to apply for admission in to primary? :1
FAQID:1300

: global,

InputDate: 11/20/2008
Reference: Policy documents on primary education
A: Your can choose from the most nearest/experience school in Tai LGA.
The deadline for application is 15th of august.
You should apply for admission on or before 15th of august.

Where shoul we submit application?
we should send our application to schools.
who is eligible to apply?
Childred between the age of 5 to 8 years
What document is required?
1.Download application form 2.Identification letter from the LGA. 3.Birth certificate
Application and Fees?
Application form is 100 naira, however, primary education is free.
Reference:
El. Education 2008

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Q20: How do i apply for my children to enroll in primary schools? :1
FAQID:1301

: global,

InputDate: 11/20/2008
Reference: Policy documents on primary education.
A: You can choose the one that is close to where you reside.
Application deadline?
You should apply for primary schools before the end of August. Aftefr this time you will pay for late entry.
Where to submit application?
Your application should be made online and then submitted to the schools administrative head.
Who is eligible?
The child should be between the ages of 6 and 11, 6 years going into primary 1, 7 to primary 2 and so on till primary 6.
What is necessary for aplication?
After downloading the form from the forum then include the identification letter from the local government and birth certificate.
Tuition fee?
The cost of the tuition fee is free but payment should made for uniforms and books.
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Q21: Where can I submit my application. :1
FAQID:1312

: global,

InputDate: 11/20/2008
A: The application can be submitted at the school in the administrative office.
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Q22: Wher can I submit my application? :1
FAQID:1313

: Nigeria,

InputDate: 11/20/2008
A: The application can be submitted at the school in the administrative office.
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Q23: Where can I submit my application? :1
FAQID:1314

: Nigeria,

InputDate: 11/20/2008
A: The application can be submitted at the school in the administrative office.
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Q24: Have we achieved a progress in Education? :1
FAQID:114

: global,

InputDate: 7/5/2003
Reference: The World Bank Website, Poverty Net
A: Gross primary school enrollment data show an improvement over the last thirty years. Developing countries have made enormous progress in expanding access to schooling. However, regional trends diverged markedly, with Sub-Saharan Africa experiencing a slight decline in enrollment rates between the early 1980s and the mid-1990s
today 110 million primary-school-age children are not in school
Although between 1990 to 1997 net enrollment rates have improved in all regions (except in the Middle East and North Africa, see Table 17), today 110 million primary-school-age children in developing countries are not in school. Of these, 60 percent (66 million) are girls.

In Sub-Saharan Africa twelve countries reported net primary enrollment rates of less than 50 percent in the 1990s (Table 18); 15 countries in the region (including Burundi, Botswana, Cameroon, Zambia, and Mozambique) actually suffered a decline in net enrollment between 1990 and 1997.

more than 100 million school-age children will not be in school in 2015
The International Development Goals call for universal primary enrollment by 2015: at the present rate of progress this target is not likely to be achieved, and .

In Sub-Saharan Africa the number of children out of school would actually increase to 50.7 million in 2005 and to 54.6 million in 2015 on present trends.

one in four adults were illiterate
In 1998, 879 million adults in developing countries (one in four) were illiterate. Of these 64 percent (559 million) were women.

In South Asia only 40 percent of women are literate compared to 65 percent of men. In Nepal and Afghanistan only about 20 percent of women are literate; in Pakistan 30 percent.

today there are 41 million more illiterate adults than in 1970
The incidence of adult illiteracy in developing countries has fallen from 47 percent in 1970 to 26 percent in 1998; however, because of population growth and the failure of school systems to prevent children from growing up illiterate, today there are 41 million more illiterate adults than in 1970.

Almost the entire decrease in illiteracy since 1990 has been achieved in East Asia, while the number of illiterates increased by 21 million in South Asia, 3 million in the Middle East and North Africa, and 2 million in Sub-Saharan Africa.

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Q25: How can we complement School education at home to help our children personal and professional development? :1
FAQID:1318

: global,

InputDate: 11/21/2008
A: Never Neglect them: Tell them and show them their education matters to you. Promote reading Explain to them the dangers of addiction in its many forms before they have to face the situations: Drugs, Alcohol, Thievery, Violence... Keep them occupied, give them tasks, keep them away from bad influences
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Q26: how do mothers apply for schools in this region :1
FAQID:1325

: global,

InputDate: 11/22/2008
A: parendts must have ages for children
deadline for application
Eligiblity to einter primary school
whats the procedure for application
download applicants forms, fill it and bring to school premises
whats is the cost of the education
primary education is freed , parents take care of uniforms, lunch and textbooks
where do u submit application
primary school
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Q27: Why is Education so important to Economic Growth? :1.1
FAQID:115

: global,

InputDate: 7/5/2003
Reference: Meier, Gerald M. and James E. Raich. "leading Issues in Economic Devlopment" seventh edition. Education, Three vies of the Contribution of Education to Economic Growth. p216-217
A: It is possible to think of the role of education in aproduction process in at least three different ways.
Incease the number of labors measured in efficiency units
First, we can think of uneducated and educated workers as perfectly substitutable inputs to production. Two workers who have completed primary school, saay, equivalent to one worker who has completed secondary school. Put differently, labor is homogeneous and can be measures in terms of "efficiency units." Holding constant the number of actual workers, an increase in average levelod education of the labor force increases the size of the labor force measured in efficiency units. This increase in numbers of efficiency units per worker generates greater output per worker sinse labor is an input to production. Growth in the average year of schoolong per worker is thus associated with growth in putput per worker.
Different skill is needed for higher technology industries
Second, uneducated and educated workers can be seen as imperfectly substitutable inputs to production. In constructing a suspension bridge, say, three (or 30) workers with a primary school education cannot replace one civil engineer. With educated and uneducated labor treated as different inputs, different production processes can be thought of as making more or less intensive use of educated to uneducated labor. If the aircraft and apparel industries face the same costs of hiring educated and uneducated labor, the aircraft industry will employ a higher ratio of educated to uneducated workers because of the nature of its production process compared with that of the apparel industry.
Contribute to the technological progress
An industry's production process could make intensive use of educated labor because it requires sophisticated monitoring and quality control, sya, or because technology is rapidly changing and highly educated worker are needed to learn it. Generalizing from the latter case, the role of educated labor in any production process can be seen as learning or creating technology that generates more output holding level of inputs constant, rather than as aninput itself. This leads to the third view of the contribution of education to the economic growth of less developed countries: it helps them absorb foreign technology.

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Q28: What is the progress in Literacy Rates? :1.1
FAQID:35

: global,

InputDate: 6/22/2003
Reference: Hill, M. Anne, and Elizabeth M. King. 1993. Women's Education in Developing coutries: An Overview. Women's Education in Developing Countries, benefits and policies (Baltimore: Johns Hopkins,
A: Literacy is one of the principal goals of education around the world. The ability to read and write is considered almost a basic human right. Yet low literacy rates prevail among women in many countries.
Female adult literacy is less than 20 %
Infourteen of the fifty-one developing countries for which school data or estimates are available for the 1980s, female adult literacy is less than 20 percent; in none is the male literacy rate as low.
large gender gap in low literacy countries
In Afganistan, Burkina Faso, Nepal, Somalia, and Sudan, where fewer than 10 percent of adult women are literate, the percentage of men who are literate is three to four times larger.
Large difference in gender gap among countries
Among those countries with male literacy rates greater than 70 percent, the gender gap is notably large in Libya (30 percentage points), China (28), Zaire (26), Turkey (23), and Botswana (21). In contrast, the literacy rates for men and women are about equal in Colombia, the Dominican Republic, and the Philippines.
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Q29: Where can I submit my application? :1.12
FAQID:1315

: Nigeria,

InputDate: 11/20/2008
A: The application can be submitted at the school in the administrative office.
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Q30: What is the progress in Primary School Enrollment? :1.2
FAQID:36

: global,

InputDate: 6/22/2003
Reference: Hill, M. Anne, and Elizabeth M. King. 1993. Women's Education in Developing coutries: An Overview. Women's Education in Developing Countries, benefits and policies (Baltimore: Johns Hopkins,
A: We look at how the differences between primary school enrollment rates for boys and girls have changed over time. Without question, enrollment rates at all school levels have been rising in the developing world for both sexes.
Gender gap in priary enrollment persisted
But this expansion has not substantially diminished gender disparities. The enrollment rates of girls remain much lower than those of boys, with the widest gap in the poorest countries. For the group of forty low-income countries, defined as those with a GNP per capita below $500 in 1988, the gap in primary school enrollment between boys and girls averages 20 percentage points. This gap has persisted in large part since 1960.
Only in East Asia and Latin America gender gap disappeared
Both enrollement rates and gender disparities in enrollement differ dramatically by regin. Except for South Asia and Sub-Saharan Africa, all regions have achieved nearly universal primary education for boys. Only in East Asia and in Latin America and the Caribbean, however, have enrollment rates for girls approached similar levels; in other three regions they continue to lag behind.
In South Asia gender gap widened
In Suuth Asia the gender ga[ in primary enrollment has actually widenedover te twenty-eight year period because policies to expand the education system improved access for boys more than for girls. As country approach universal primary education, the gender gap in enrollment becomes more apprent beyond the primary level.

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Q31: What is the achievement of primary education? :1.3
FAQID:38

: global,

InputDate: 6/22/2003
Reference: Hill, M. Anne, and Elizabeth M. King. 1993. Women's Education in Developing coutries: An Overview. Women's Education in Developing Countries, benefits and policies (Baltimore: Johns Hopkins,
A: Despite the large increases in enrollment rates in most countries, expected attainment level in the poorest countries remain low, especially for females.
Girls retention rates are lower
For example, a six-year-old girl entering school in Nepal in 1985 is expected to complete only 3.1 years of schooling by the time she reaches eighteen. For a girl in Brukina Faso, the figure is lower still, 1.5 years. Since 1965 the primary school enrollment rate for girls has increased five fold in Nepal and almost threefold in Brukina Faso. But of all the girls enrolled in primary school in Nepal in 1985, almost 45 percent were in grade one and only about 10 percent were in grade five (the final year of the primary cycle). In both countries the rate at which boys stayed in school, called retention rate, was higher.
Gender gap in average years of schooling larger in poorer countries
The gender gap in educational attainment, measured byyears of schooling, tends to fall as one moves from low-income to middle-income countires. The expected years of schooling in 1985 ranged from average of 2.7 and 4.8 years for females and males, respectively, in eight low-income countries to averages of 10.2 and 10.5 years, respectively, in eleven upper-middle-income countries.
Female schooling much shorter in low-income and some middle-ncome countries
In the low-income countries the expected length of schooling for males exceeds that for females. For example, in Nepal and Benin girls average 4.4 and 3.5 fewer years of schooling than boys, respectively. In the middle-income countries, besides Bolivia, only countries in Middle East and North Africa show a significant gender gap: girls can expect to be in school two to three years less than boys.
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Q32: What are the Barriers for Girls' Education? :2
FAQID:39

: global,

InputDate: 4/19/2002
Reference: The Partnership on Sustainable Strategies for Girls Education, 2002. Website
A: Several factors are known to adversely affect girls' school enrollment, persistence and achievement. Different combinations of these factors work together in different countries and regions to limit girls' educational opportunities. Amongst them are:
Poverty
Poverty is very possibly the foremost factor limiting girls' educational opportunities. Households confront two types of costs in sending their girls to school - direct costs and opportunity costs. Direct costs include things such as tuition fees, the cost of purchasing textbooks, writing supplies, book bags, uniforms and other classroom needs, transportation fees, and miscellaneous school fees. Often, direct costs must be covered by families at one time, at the beginning of the school year, and impose a significant "once-off" cost. For families with more children, these direct costs may equal, or even exceed, the family's total monthly income. Even where education is nominally "free" and where no tuition fees are levied, the costs of textbooks and other supplies is often quite significant. Opportunity costs are the costs incurred by a household when they release a girl from the household and agricultural chores she performs. In most countries, girls perform significantly more household and agricultural work than boys, cleaning the house and preparing the food, caring for younger siblings, the elderly and the sick, performing key agricultural tasks and processing the crops. When a girl attends school, the household must find other means of getting this work done, and this imposes costs on the family. Many country studies have shown that households' inability to cover the direct and indirect costs of education are the overriding reason why girls are not in school.

Low quality and relevance of education
Research shows that school quality has an especially important impact on girls' enrollment and persistence rates. The higher costs typically associated with girls' education, and the more limited formal employment opportunities usually available to female school leavers, means parents will more readily pull their girls out of school if they believe that the quality and relevance of schooling is limited.
Limited access and inadequate infrastructure
Parents, concerned about the physical safety of their girl children, will not enroll them in school if they must travel long distances to school. Provision of smaller satellite schools located closer to communities have often been very successful in increasing girls' enrollment and retention rates. In some cultures, single sex schools need to be provided for adolescent girls. In many countries, provision of girls' latrines and water points in the school are also important in ensuring girls' continuation in school.

Limited income generation opportunities
Parental and student perceptions of the economic returns they can expect from their investment in education also affects their willingness to enter and continue on in school. Social customs, market conditions, labor laws, and employer attitudes influence women's employment opportunities more markedly than men's. In poorer, rural areas, employment opportunities for women are likely to be very limited and it is seldom culturally acceptable for women to migrate in search of employment. In urban areas, the customary exclusion of women from certain professions, restrictions on women's employment imposed by labor laws, and discriminatory wage structures hold the returns to female education down. These factors undoubtedly diminish parents' willingness to invest in girls' education and are disincentives to girls to persist in school.

An inadequate or unsupportive policy environment
Despite efforts to achieve universal primary education, many countries lack a comprehensive strategy to address girls' education. Many policies and practices governing admissions requirements, time-table scheduling, treatment of girls in schools, access of pregnant or married women to school, etc. are barriers which hinder girls' school enrollment and persistence.

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Q33: Why investment in Girls' Education so important? :2.1
FAQID:43

: global,

InputDate: 4/19/2002
Reference: The Partnership on Sustainable Strategies for Girls Education, 2002. Website
A: Investments in girls education yield high economic and social benefits that accrue to individuals, families, and society at large. Econometric studies reveal that investments in girls' education yields some of the highest returns of all development investments. Specifically, investment in girls' education:
Increases women's labor force participation rates and earnings
The private returns to educational investments are significant for both men and women. Research shows that both genders' wages increase, on average, by an estimated 10% to 20% with each additional year of education. Of course, the higher wages and productivity associated with additional education yield benefits for the community and wider society as well. Investment in girls' education has also been shown to increase the productivity of women working in the non-formal sector.

Reduces women's fertility rates
A very substantial body of research shows that women with formal education are more likely to plan their families and tend to have smaller families. Women with as little as two or three years of formal schooling are significantly more likely to use reliable family planning methods than women with no formal education. Econometric studies in individual countries show that just one extra year of female schooling reduces female fertility by 5% to 10%.
Lowers infant and child mortality rates,
Because women with some formal education are more likely to seek medical care, ensure their children are immunized, be better informed about their children's nutritional requirements, and adopt improved sanitation practices, their infants and children have higher survival rates and tend to be healthier and better-nourished.Women's educational level is one of the most significant variables affecting maternal mortality rates.

Lowers maternal mortality rates
Women with some formal education tend to have better knowledge about health care practices, are less likely to become pregnant at a very young age, tend to have fewer, better spaced, pregnancies, and seek pre- and post-natal care. It is estimated that an additional year of schooling for 1,000 women helps prevent 2 maternal deaths.

Creates intergenerational educational benefits
Mothers' education is an important predictor of children's educational attainment. This is especially so for girl children's educational opportunities. A mother with even a few years of formal education is considerably more likely to send her children to school. Research in many countries indicates that each additional year of formal education completed by a mother translates into her children remaining in school for an additional one-third to one-half year.

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Q34: What are the strategies for overcoming barriers? :2.2
FAQID:44

: global,

InputDate: 4/19/2002
Reference: The Partnership on Sustainable Strategies for Girls Education, 2002. Website
A: A range of strategies can be employed to redress the various barriers to girls' education. However, programs to increase girls' educational opportunities are most effective when a "package", comprising several strategies and interventions, is tailored to meet a country's special needs. Programs typically contain some combination of the following strategies:
Measures to reduce the direct and opportunity costs of girls' education
It is now widely acknowledged that the direct and opportunity costs of education are one of the foremost barriers to girls' enrollment and retention in school. A variety of strategies have been employed in different countries to reduce the costs of girls' education including: scholarships and stipend programs, nursery and pre-school programs, basic school health and nutrition programs, provision of free or subsidized textbooks and instructional materials, abolition of school uniforms, and subsidized transport, amongst others. Many of these programs are yielding promising results. One example is Bangladesh's Female Secondary School Assistance Program which provides stipends to rural girls to encourage their attendance and retention at secondary school. In 1999, over 800,000 rural girls were attending secondary school with assistance from this program. Another example is a scholarship program for girls and minority students in Gansu Province, China, which is funded from local sources and a grant from the European Union.

Improvements in the quality and relevance of education
Experience shows that the quality of education offered has a greater impact on girls' than boys' enrollment and retention rates. Higher quality education draws and keeps more girls into the education system, while systems offering poorer quality education record lower enrollments and higher dropout rates for girls. System-wide improvements in education quality, including curriculum improvements, provision of appropriate textbooks and instructional materials, and enhancements in teacher training and instructional modalities, are therefore important measures in enhancing girls' educational opportunities. Of course, they are integral to many countries' efforts to address girls' education. A growing number of countries, however, are also implementing other measures specifically intended to benefit girls, including revisions in textbooks to remove gender bias, pre- and in-service gender sensitization training for teachers, and increases in the proportion of female teachers and administrators. Examples of projects supporting such initiatives are the World Bank supported Education and Training Support Project in Cote d'Ivoire and the District Primary Education Project in India. These projects are supporting revisions in textbooks to remove gender bias, and gender sensitization training for teachers, amongst other initiatives. Guinea's Equity and School Improvement Project is likewise supporting such specific initiatives, including provision of free textbooks and an increase in the proportion of female teachers.
Increased access to close, safe schools equipped with basic infrastructure
Many parents are unwilling to allow their daughters to travel long distances to school because of concerns for their safety and also because longer travel further reduces the time girls are available to perform household and agricultural work. Building more, and often smaller, schools closer to communities is a capital intensive investment. However, the high costs can often be mitigated by encouraging communities to assist with school construction. Other approaches to increasing cost-efficiencies in the utilization of what are usually smaller schools located nearer to communities include the use of multiple school shifts, multi-grade classroom instruction and distance education. Many countries are also working to ensure that basic infrastructure such as separate latrines for girls and water points are provided at school sites. The District Primary Education Program in Uttar Pradesh State, India, for instance, supports provision of such infrastructure. Cote d'Ivoire's Education and Training Support Project is specifically supporting construction of smaller three-room schools in sparsely populated areas with latrines and water.

Accommodating socio-cultural beliefs and educating parents and communities about the benefits of girls' education
Socio-cultural factors limiting girls' schooling opportunities generally arise from the following sorts of issues: limited knowledge by parents and communities of the social and health benefits which are derived from girls' education; beliefs that girls should not continue in school following initiation rites; beliefs that girls will lose traditional values in schools; and practices of early marriage, amongst others. Improving parental and community understanding of the benefits of girls' education, while also increasing parental and community involvement in school management and daily functioning, has been shown to reduce parental and community concerns about girls' education in many countries and regions. Information, Education and Communication (IEC) campaigns have been effectively employed to this effect in various countries, and are being supported in Cote d'Ivoire's Education and Training Support Project. Increasing community involvement in school management has been attributed to have been very important in accommodating socio-cultural concerns about girls' education in Pakistan's Balochistan Primary Education Program.

Establishing supportive national policies
Macro policies aimed at increasing access and enrollment in general, including universal primary education policies, compulsory education, and the encouragement of private, religious and NGOs in educational provision all clearly contribute to increasing school enrollments, including those of girls. However, experience shows that, in many countries and regions, general policies are frequently not sufficient in themselves to significantly increase girls' enrollment and retention rates. More gender-specific policies often need to be promoted at the national level, including those which support initiatives such as open admissions, automatic promotion, flexible school scheduling, and establishment of quota systems. Examples of projects which are supporting these initiatives are Mauritania's General Education Project and Guinea's Pre-Service Teacher Education Project Learning and Innovation Loan.

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Q35: What are the profitability of investment in education? :3
FAQID:40

: global,

InputDate: 6/22/2003
Reference: Psacharopoulos, Goerge. 1991. The Economic Impact of Education: Lessons for Policymakers. San Francisco: ICS Press.
Reprinted in Meier, Gerald M. and James E. Raich. "leading Issues in Economic Devlopment" seventh edition. pp223-226
A: Hundreds of studies have been conducted in the past thirty years on the profitability of investment in education in a large number of countries across the dimensions cited above (for a summary see Psacharopoulos 1985)
Rate of Return on Education much Higher in Developing Countries
The first notable result of the application of the rate of return studies to education is that the rates are not far off the yield of more conventional investments. The return to investment in education in advanced industrial countries are roughly the same as those of invstments in physical capital. By contrast, the return to education in developing countries stand at a much higher level relative to industrial countries. This reflects both the continuing scarcity of human capital in poorer countries and barriers to the allocation of funds to human capital investment, so that the return to any kind of capital (physical or human) equalize at the margin.
Return on Primary Education higher than secondary, or university education
A typical pattern, found since the early days of rate of return estimation in education, is that returns decline by level of schooling.Thus, returns to primary education are higher relative to returns to secondary education, and the latter are higher than returns to university education. This finding, corroborated in studies after study, has fundamental policy implications.
Gap between Social and Economic rate of returns
Another results worth noting is the difference between social and private rates of return. Because of the public subsidization of education in all parts of the world, private rates are typically several percentage points higher than social rates of return. By definition, the cost in a private rate-of-return estimation refers only to what individual pays out of his or her pocket, whereas the cost in a social rate of return estimation refers to the full resource cost of osmeone attending school. The distortion incurred by the public subsidization of education means that, in some instances, individuals will find it profitable to pursue education to a given level whereas, from the point of view of society, this investment is not profitable.
Maximum distortion existin University Edication
The maximum distortion between the private and the social rate of return refers to education at the unversity level. This level is more heavily subsidized in most countries relative to any other level.
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Q36: Application submission? :3
FAQID:1317

: Nigeria,

InputDate: 11/20/2008
A: The application can be submitted at the school in the administrative office.
Knowledge Sharing: Creative Commons License This work is licensed underCreative Commons License
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Q37: What type of education does produce the higher return? :3.1
FAQID:113

: global,

InputDate: 6/22/2003
Reference: Psacharopoulos, Goerge. 1991. The Economic Impact of Education: Lessons for Policymakers. San Francisco: ICS Press.
A: Figure presents three additional rate-of-return patterns that have benn found in studies in many countries.
Rate of return based on private sector pay scale better represents the productivity gain
The first comparison shows that the return on education is typically higher in the private or competitive sector than in the public sector. It is well known that the public pay structure is very compressed, leading to a lower rate of return relative to estimates based on earningsin the private sector, where there is no limit to rewards. To the extent that private sector earnings truly approximate a worker's productivity, rate of return based on earnings in competitive sector provide a better fix for the scarcity of human capital than rate of return based on civil service pay scale.
General education returns more than vocational education
The second pattern in the Figure provides a well documented yet highly couterintuitive finding: within a given level of education, say, secondary schooling or university education, the more general the curriculum the higher the return of education. This startling findings is due to two factors.

First, the unit costs of vocational education, at any level, is higher than that of genaral education, because of the more specialized faculty and equipment that vocational education entail.

Second, graduates of general programs are more flexible in fitting a wide spectrum of occupations - and perhaps are more easily trained on the job - than graduates of vocational program that are earmarked to enter a particular occupation.

Female education returns more than male education
The last pattern presented in the Figure refers to the worer's gender. Investment in the education of females often yields a higher rate of return than investment in the education of males. This finding could also be considered counter-intuitive, in the sense that males typically earn much more than females.

One must remember that the rate of return to investment in education is a relative concept, comparing the difference between more- and less- educated workers with the cost of their education. A majo component of the cost is the forgone earnings of the worker while studying, which can lead to a higher rate of return for females than males.
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Q38: Where Has All the Education Gone? :4
FAQID:112

: global,

InputDate: 3/1/1996
Reference: Pretchett, Lant. Where Has All the Education Gone? The World Bank Policy Research Working Paper 1581
A: Cross-national data on economic growth rates show that increases in educational capital resulting from improvements in the educational attainment of the labor force have had no positive impact on the growth rate of output per worker. In fact, contends Pritchett, the estimated impact of growth of human capital on conventional nonregression growth accounting measures of total factor productivity is large, strongly significant, and negative.
Three explanation for negative impsct of education on growth
Needless to say, this at least appears to contradict the current conventional wisdom in development circles about education's importance for growth. After establishing that this negative result about the education-growth linkage is robust, credible, and consistent with previous literature, Pritchett explores three possible explanations that reconcile the abundant evidence about wage gains from schooling for individuals with the lack of schooling impact on aggregate growth:
That schooling creates no human capital.
Schooling may not actually raise cognitive skills or productivity but schooling may nevertheless raise the private wage because to employers it signals a positive characteristic like ambition or innate ability.
That the marginal returns to education are falling rapidly where demand for educated labor is stagnant
Expanding the supply of educated labor where there is stagnant demand for it causes the rate of return to education to fall rapidly, particularly where the sluggish demand is due to limited adoption of innovations.
That the institutional environments in many countries have been sufficiently perverse that the human capital accumulated has been applied to activities that served to reduce economic growth.
In other words, possibly education does raise productivity, and there is demand for this more productive educated labor, but demand for educated labor comes from individually remunerative but socially wasteful or counterproductive activities - a bloated bureaucracy, for example, or overmanned state enterprises in countries where the government is the employer of last resort - so that while individuals' wages go up with education, output stagnates, or even falls.
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Q39: How Health level affects on School Enrolement? :5
FAQID:45

: global,

InputDate: 1/1/1997
Reference: Alderman, Harold, Jere R. Behrman, Victor Lavy, and Rekha Menon. 1997. Child Nutrition, Child Health, and School Enrollment: A Longitudinal Analysis. Policy Research Working Paper #1700, World Bank, Washington, DC.
A: Private behavioral choices and policies that affect the health and nutrition of children have far greater effects on school enroolment and thus on eventual productivity than most literature suggests.
Previous studies suffer from bias
Better health and nutrition are thought to improve children's performance in school, and therefore their productivity after school. Most literature ignores the fact that child health and schooling reflect behavioral choices, so the estimated impact of health and nutrition on a child's schooling reflects biases in the studies.

Use rural Pakistan's dynamic data
Using an explicit dynamic model for preferred estimates, the authors use longitudinal data to investigate how children's health and nutrition affect school enrollment in rural Pakistan. They use price shocks when children were of preschool age to control for behavior determining the measure of children's health and nutrition stock.
Children's health and nutrition is 3 times more important than conventional estimates
The authors find that children's health and nutrition is three times more important for enrollment than is suggested by "naive estimates" that assume that children's health and nutrition is predetermined rather that determined by household choices. Not only does improved nutrition increase enrollments, it does so more for girls, thus closing a portion of the gender gap.

Estimation method is important
These results strongly reinforce the importance of using estimation methods that are consistent with the economic theory of households to explore the impact of some choice variables on others, using socioeconomic behavioral data. Private behaviors and public policies that affect the health and nutrition of children have much greater effect on school enrollment and on eventual productivity than suggested by early literature methods.

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